• Journal of Digital Convergence
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• v.19 no.9
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• pp.335-342
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• 2021

The purpose of this study was to suggest qualitative improvement through various student-centered curriculum's teaching experiences focusing on physical education. For this, class diaries, memos, lesson plans, student reviews, and videos for the past four years (2017-2020) were collected and analyzed from four high schools in kyonggi-do, and six students were interviewed. The common features between each student-centered curriculum were to have many students with the purpose of entrance examination and with concern about time conflicts between class and their dinner. In contrast, the differences between each student-centered curriculum were the required level of writing lesson plan, the level of interest and role of a class supervisor, and educational expected effect of students under a given condition. In summary, pre-education experience should be required and class activity support and various evaluation methods should be also needed.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Proceedings of the Korea Contents Association Conference
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• 2006.11a
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• pp.772-775
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• 2006

The educational courses for the procedural-oriented and object-oriented programming languages have been prepared respectively in many universities. However, the comparison of two languages has not been shown in the same class. In this paper, we compared two distinctive languages, C and Java, and developed a new class material and the relating web contents, through which those who are interested may maximize their understanding and programming skills based on the different programming language.

• Proceedings of the Korea Information Processing Society Conference
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• 2002.04a
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• pp.195-198
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• 2002

과학은 국민들의 기본적인 과학적 소양을 육성하기 위한 교과로서 과학적인 기본 소양을 기르기 위한 과목이다. 따라서 본 연구에서는 과학 교육에 발견 학습 모형을 도입함으로서 학습자 스스로 인터넷을 통해 다양한 자료와 정보를 수집하고 이를 토대로 일반화시키고, 또한 규칙성을 찾아내어 개념형성을 통해 일상생활 속에서 다양하게 활용할 수 있는 능력을 신장시키고자 한다. 본 연구는 웹의 다양한 자료를 활용하여 현재 실험과 관찰의 한계를 극복하고, 학생 스스로 자기 주도적 학습을 통해 자연 현상의 규칙성을 찾아내고, 개개인의 다양한 형태를 반영한 발견 학습 모형을 개발하고 또한 구현한다. 이를 통해 시공간적 제약, 관찰 대상의 어려움, 비용적 측면, 실험으로 인한 환경 파괴 등을 극복하고자 한다.

• Journal of Korean Home Economics Education Association
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• v.27 no.1
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• pp.51-65
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• 2015

The purpose of the study was to describe the operating status of "Logic and Writing in Home Economics Education(HEE)" course and the students' perception about the course. For this study, the syllabuses of "Logic and Writing" course in HE education department were reviewed. The survey method was used in this descriptive study. Respondents in this study were 116 students taking the "Logic and Writing in Home Economics Education" course. Questionnaires from the students were collected through on-line and off-line mail. The results of the study were as the follows: First, goals of the "Logic and Writing in HE Education" course were as the follows in order: to enhance writing skill about various subjects related to Home Economics; to foster HE teachers' professionalism through persuasive power logically; to foster writing skill logically; to prepare HE teacher recruitment exam; and to foster teaching skills to enhance students' writing. The student evaluation methods in the course were mainly attendance, examination, tasks, discussion and presentation, and class participation. Second, degree of satisfaction of students taking the course was higher than average. The student respondents perceived that the course was helpful to improve their logical thinking and critical analytical skill, writing skill related to HE education and education, ability to express one's opinion clearly and exactly, understanding of the fundamental concept of logic and the structure and method of the essay, comprehensive understanding of HE education, and ability to solve the problems specifically. However, they responded that it was difficult to practice writing, to discuss and debate frequently, to follow uncertain assessment criteria, and to present frequently. They wanted the instructor to give the feedback more frequently.

• Archives of design research
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• v.14
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• pp.163-178
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• 1996

"Color" education aimed at cultivating creativeness and expressive techniques in the education of visual art, in the college of art and design, should be balanced with "form" education; nevertheless, the present situation at Korean universities is such that the overall environments of "color" education are far too inferior to those of "form" education.The problem is, among other things, that the curriculum of visual art education is centered around formal education; in addition, color education courses consist mostly of theoretical issues, not experimental, first-hand-experience-oriented activities that are best suited for the characteristics of the language of color as a visual language, thereby making it difficult to expect the efficiency of education.Particularly, it is a serious problem that the courses dealing with color are not offered in a step by step fashion, from the most elementary, to the intermediate, working up to the most advanced level. Another problem is that those people involved in color education seldom have an expertise in their area; furthermore, the educational environment, educational tools, and the content of the texbooks are far from being ideal.Moreover, it is a grim reality that most color theory courses that have been offered end up being a lecture of "general, basic" color theories, ignoring the students' diverse specialization areas.As a way of normalizing color education, rationalizing the curriculum and initiating the professorship exclusively teaching color education have to be introduced, so that we can increase the depth of color education and individualize the contents of color education according to the students' needs. It is believed that the introduction of the "color-education-only" professorship will greatly facilitate our effort to devise an efficient educational method, to determine the scope of individualized color education, and to improve the ovarial educational environment (such as facilities, instruments, and teaching materials) necessary for an in-depth education.ments, and teaching materials) necessary for an in-depth education.

• Journal of the Korean Institute of Landscape Architecture
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• v.42 no.3
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• pp.13-24
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• 2014

This study investigates the practitioners' perception of Landscape Education in the universities in order to satisfy the demands of the rapidly changing industry. The survey was conducted for 257 practitioners to analyze the overall perception of Landscape Education, the importance and utilization of each course in universities, and the importance and utilization of each landscape process step. The overall perception of Landscape Education was slightly negative, and more practical education was demanded to improve the students' adaptability on the job. Practitioners suggested that universities should teach more practical expertise and related fields. They re-educated deficient aspects such as practical skills, computer techniques and legislational knowledge through the new employee training. The survey also showed that professors should be most responsible for a better education; however, students and practitioners have to endeavor together. According to the findings, planting design, landscape design, landscape materials, landscape planning and landscape construction as well as management were important. They are also considered as practical courses. However, practitioners perceived that university education was not sufficient for the constructional process. This means that Landscape Education in the universities has been more focused on planning and design. Because the universities are essentially for the research and study, changing the curriculum as practitioners suggested is not necessary. Nevertheless, it suggests for more practical education and balanced curriculum including construction and management that should be seriously considered. This study was focused on the practitioners' perception. Many of the respondents were from Seoul metropolitan area, therefore, it's hard to generalize the findings. A further study should be considered that would include instructors as well as students.

• Journal of dental hygiene science
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• v.10 no.3
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• pp.155-160
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• 2010

The purpose of this study was to develop an inclusive dental hygiene practice model in an effort to stir up the self-directed learning of learners to boost their problem-solving skills and ability of providing inclusive personal oral health care in a systematic and efficient manner. The subjects in this study were 41 dental hygiene students who were in their second year in C college located in South Jeolla Province as of 2009. An inclusive dental hygiene practice was implemented during a 15-week period of time from August 31 to December 7, 2009, and a self-administered survey was conducted before and after that by using the same questionnaires. Whether there were any differences between before and after the application of the inclusive dental hygiene practice model was checked, and there was improvement in all the learning motivation, self-directed learning capabilities and satisfaction level. Concerning the relationship of academic standing to changes in learning motivation, self-directed learning capabilities and satisfaction level, the inclusive dental hygiene practice model brought more favorable changes to the students in the lower tiers. The inclusive dental hygiene model should be applied to not only practical courses but theoretical ones so that learners could make progress both in theory and practice, and evaluation tools geared toward assessing their academic achievement and practical abilities should be developed.

• Journal of the Korean association of regional geographers
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• v.8 no.3
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• pp.380-395
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• 2002

Since the mid 1990s, in response to rapid changes in Geography subject. Geographic Information Systems (GIS) has been in central position in the UK geography curriculum. This paper discusses the roles of GIS for Geography subject curriculum and addresses main development within UK Geography curriculum since the 1990s, and investigates appropriate GIS curriculum that encourages teaching and learning of geography subject within the curriculum. To obtain these research purposes. this paper starts with the brief description of the Geography subject in the National Curriculum for England (1998) with the recent changes of Geography subject in the national exams (GSCE and A level) in the UK. This result represents a clear situation of Geography subject in the UK school education and also provides a new motivation that brings new challenges of information technology driven curriculum within the Geography subject. In turn, the interactive relationship of Geography and GIS within the current Geography curriculum is described by which the discussion of relevant GIS skills within Geography curriculum is followed. To propose the case studies that show the use of GIS for Geography education at school, Key Stages 2, 3, and 4 examples are discussed. Finally, this paper concludes with the issues that GIS benefits encourage geography teaching and learning and that potential applications can support not only the development of new teaching tools and learning strategies in geography education at schools, but also contribute to extend geographical skills and capabilities to collaborate with other subjects in school education in Korea.

• Journal of The Geomorphological Association of Korea
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• v.18 no.2
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• pp.81-98
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• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.